Asperger's is a neurological condition that causes one to become overwhelmed by sensation, beunable to connect socially with their peers, and withdraw into a world of their creation.(from aspergerexperts.com)The term Asperger's has been replaced by autism spectrum disorder (ASD) but the meaning hasn't really changed. Autism is one of the most complicated and confusing labels that a child can be given. The reason it’s so confusing is that it’s a symptomatic label. This means there is no disease, as such, of autism, there are just unexplained symptoms manifested, and if a child displays enough of them they will receive the label. However, current research is showing new light on possible causes. Today 1 in 68 births has been diagnosed with Autism Spectrum Disorder (ADS) up from 1 in 150 in 2000 worldwide. According to The US CDC, Autism Spectrum Disorder Date & Statistics, while certain genetic mutations have been linked to autism, they’re thought to be involved in less than one-third of cases.

Other major causes to autism is thought to be environmental in nature, with exposure to toxins and nutrient deficiencies. The rapid increase in numbers during the last few decades supports a major role in environmental factors over genetics causes alone. The National Institutes of Health’s National Institute of Environmental Health Science found that baby teeth could be used to measure exposure to heavy metals in early life, including in the womb, shedding light on another possible cause of autism. Teeth from children with autism were found to have more lead and less of the nutrients zinc and manganese than teeth from children without autism.

There is also an entire continuum of labels related to autism such as: hyperlexic, PDD (Pervasive Developmental Disorder), ASD (Autism Spectrum Disorder), High Functioning Autism, and Asperger’s; although some of these labels have now been combined or eliminated and given levels 1, 2, or 3. IQ’s run from low to high as do social skills. Those on the higher end of IQ’s are considered high functioning or Asperger’s although Asperger’s is no longer on the DSM-IV. Siblee One of the major differences between Autism and Asperger’s is that, by definition, there I no speech delay in those with Asperger’s. Another, distinction between the two concerns cognitive ability. While some with autism have intellectual disabilities, by definition, a person with Asperger’s cannot have a “clinically significant” cognitive delay, and most possess average to above-average intelligence. It is my belief that there are as many different reasons and combinations of reasons for the symptoms as there are children labeled. This is why I do not believe there will ever be a magic “cure,” many circumstances and combinations are the reason for autistic symptoms. In this article we will look at some of the more common ones.

Many therapeutic programs work on social skills or executive function overlooking the root of ALL the symptoms/behaviors that have manifested. What children with any of these labels usually have in common is sensory dysfunction. It does no good to treat the symptoms when the underlying causes creating the symptoms are ignored. Addressing the sensory system allows the child to step out of his/her defense mode and experience success in the world! When the sensory dysfunction is addressed the other areas will fall into place without much work.

Sensory Dysfunction

What is sensory dysfunction? It’s when one or more of the senses (vision, auditory or tactile (touch, internal sensation, attachment, and body awareness) doesn’t perceive, process, store or utilize information from the environment efficiently. There are 12 levels of the brain with 4 sensory and 4 motor channels. Each level lays the foundation for the next. If for whatever reason, a level isn’t efficient then all the levels above it will also be dysfunctional.

Most, if not all, of these children are living with either hypersensitive (over-sensitive) or hyposensitive (under sensitive) senses with no ‘filters’ to the point they live in a traumatic world in a state of survival. To them the world is a traumatic place so try to find ways of surviving; therefore, live in a defensive mode 24/7. They feel like the world is out to ‘get-them’. Most deal with relentless bullying and teasing at school and neighborhoods, sometimes even siblings or relatives. These children don’t feel like they fit in and everything they do is wrong or they’re a failure. So rather than the embarrassment of failing they just don’t try. They isolate themselves to their bedrooms playing video games for hours, seclude themselves from social/family events/activities. They show their anxiety, feeling out of control or being overwhelmed by sensory play (hand flapping), repetitive behaviors and/or meltdowns. Simply remove them from the situation and let them cool down. They aren’t trying to be anti-social they’re just surviving and scared.So what’s the problem?

TouchGenerally, they tend to be hypersensitive to surface touch (things touching the skin) and manifesting itself in tactile defensiveness. They might not like to be hugged or to be in close physical contact with others, or the feel of clothing on their skin. This isn’t a rejection of the people; it is a physically uncomfortable feeling on their body from the contact. They may also be overly or under sensitive to hot or cold. Some will not like the feel of water etc. On the other hand, many are not able to feel deep pressure (internal sensation). If you get past the rejection of the surface touch and get deeper they may not be able to hardly feel at all Deep pressure is our awareness of pain, bladder control, attachment, knowing where you are in space, knowing when you’re hungry or thirsty and so much more. This is why it’s so frustrating, when just barely touched yell, yet when they really get seriously hurt don’t respond at all or appropriately.

Again, it is necessary to address the underlying causes of these problems and help to normalize the brain’s ability to interpret touch sensation in an appropriate way. Inputting information is the key to improving all the above function. When the brain has received enough stimulation through the senses, it can then organize it into meaningful information. When it begins to correctly interpret sensory information, the outward symptoms or ‘autism’ begin to disappear.

Hearing

Many children with these labels function with hypersensitive hearing. They are actually able to hear more than the average person. Some of them can hear sounds at such high level it is actually painful, and can result in covering their ears, withdrawing from the situation or responding with very negative behaviors. Even when the hearing isn’t overly painful, it is often confusing. In a room full of people and activity not being able to filter out the important sounds from the background noises becomes extremely confusing. In order to learn to process auditory input you must first have access to consistent good quality auditory input. For these children they have never even had the opportunity to have good auditory input, and for many auditory input is a negative experience, therefore they learn to turn it off even more.

Symptoms of low auditory processing ability can include lack of speech, lack of communication, lack of intonation in the voice, inability to follow directions, difficulty conversing and understanding conversation. Behavior problems will be prevalent if the child is still experiencing pain with auditory pain and also if they are unable to sequential process according to the age level. For example, if you have an eight-year-old child with the processing ability of a two-year-old, you will experience the behavior problems you would expect to see with a two-year-old.

Addressing the underlying causes of problems in the auditory system are the avenue to pursue to eliminate the strange symptoms displayed. This may include taking care of any ear fluid or infections that could be contributing to the hearing ability. Doing daily activities that will improve the sequential processing ability and seek out methods of normalizing the hypersensitive hearing.

Can Learn Christian Academy utilizes an auditory processing program which is based on the child’s audiogram (hearing test). A CD is made from the audiogram which the child listens to it about 20 minutes a day for six to eight weeks at which time another hearing test is done and a new CD. This process is repeated during the whole school year. At the end of the year most children’s auditory processing is normalized.

Vision

Some children with this label tend to do strange thigs with their vision. Many engage in something called sensory play. This can include spinning twirling, rocking while watching something, shaking their head, tilting their heads, sitting to close to the TV screen, flipping book pages, and many other types of repetitive activities. They seem to never look right at you, but instead right through you. This is often a symptom of overdeveloped peripheral vision and underdeveloped detail central vision. Peripheral vision is the vision used to see the sides. When most people look at a picture you will notice in detail the picture, but a person with overdeveloped peripheral vision can appear to be looking at the picture, but they are actually seeing all the surrounding area and the picture itself is in the background. So when a child with this problem looks at you, they are only seeing you when they are not looking right at you.

Detail or central vision is the vision we need to use to learn almost everything. When this is not developed properly a child cannot attend or process important information, but instead are focusing on the irrelevant. A child with poor central vision can’t see what’s right in front of their face clearly.

Peripheral vision tunes in to the edges or movement. This is why the above activities are so ‘fun’ for the child. They are playing with their vision—the vision channel that is working. But this is also detrimental. The more they enhance the peripheral vision or broken sensory channel, the more the central vision will suffer.

It is necessary to eliminate all visual sensory play and work to improve the ability to use the central/detail vision. As this improves you will notice better eye contact and then better tuning in visually to the environment around the child.Daily our students stimulate both the central/detail and peripheral vision channels.

Taste and Smell:

These can interfere with eating as well as general discomfort. Again, many children do not have a taste sensation-therefore they tend to eat anything such as rocks, dirt, etc. On the other hand, some receptors may be hypersensitive, therefore they will reject certain tastes or textures of food, and end up restricting their diets. Hypersensitive smell can also cause eating problems, as well as behavior problems in public if the smells are overwhelming or make the child feel sick.Metabolic Problems:

The current research in Autism is finding more and more metabolic problems in connection with these kids. I am thoroughly convinced that almost 100% of children on this spectrum have some type of nutritional problem and/or physiological deficits. There is a new study (April 2018) investigating the relationship between autism, the immune system, gastrointestinal issues and gut bacteria. The article states that kids on the spectrum have a lot of internal inflammation causing everything from low good bacteria to Leaky Gut, There needs to be more studies.

So what’s a parent to do? It is extremely important to address the metabolic problems,since the gut (intestines) is not only our immune system, but is also considered our second brain. Yes, the gut is considered our second brain and many of our neurotransmitters are made in our gut not brain. You can see why it is so vital the metabolic system is functioning efficiently and effectively. First, discover what the child’s food intolerances are. Allergies affect the immune system and the child will break out with hives, a rash, and/or become sick. Intolerances are different than allergies; you don’t break out with hives or rash, you may get a stomach or headache, suddenly feel tired, or notice behaviors have changed (not for the better.) We watch for a change in behaviors since many of our kidos can’t tell us when they don’t feel good or in pain. Everyone has heard of lactose intolerant; but, a person can be intolerant of and/all food or food eaten in combinations. Mine is eggs, one of my daughters is potatoes, and my husbands is fruit and sugar eaten together. Try buying a fruit pie with no added sugar!! A friend’s son was intolerant of ALL fruit, that was sad since they were vegetarians. Sure it means changing how you cook or food your child should avoid but it’s the beginning of normalizing your child’s life. A second thing to change is adding probiotics, acidophilus and healthy fats; such as avocados, seeds and nuts; to their diet. For the brain to function properly there must be a constant efficient level of good and bad bacteria in the gut. Antibiotics and long-term use of medications sterilize the gut. There is a ton of probiotics and acidophilus on the market. It needs to be LIVE bacteria so be refrigerated. Ask the pharmacy for a good reliable brand. Homemade kephier is the best, store brands are sugarfied.

Learning & Behavior:

For a variety of reasons most autistic children hate school. One reason I’ve been told by the children is due to their levels of anxiety. Some ASD students miss a LOT of school, we're talking overall for the year. They aren’t good test takers; therefore, appear to not be working at their potential and placed in special education classes. Expectations and goals are lowered and the child gives up. Another reason, is they feel like failures so why try. But, mainly no matter their level of IQ is they simply don’t have access to their intelligence because of the severity of their sensory distortions. If you are always in a survival defensive mode how will you know how to behave…you won’t. These kids are ‘bad’ to annoy or frustrate you, they are waving their ‘white flag’ yelling HELP I’m overwhelmed and can’t cope right now. Change the sensory system and watch them excel...meet your new child!! At CLCA we don't give "tests" but rather simply do projects or ask questions then questions from his/her answer. Take the anxiety away and their brightness shine!

SocialIf you don't know how you fit into the world and feel attacked from every direction; how will you know how to behave and interact with peers? You won't. Improve the sensory system and meet your new child! The world is a scary place; therefore' a person ASD feels safer at home in their room. They are defensive about everything. This is called Defense Mode. They are stuck. We need to loving change how we perceive their stuckness allowing them to move on and live the life our Lord has in mind for them! Most programs focus on executive function; but, instead should focus on the sensory system and the rest will fall into place!

There IS good news!!

For each function that is hyper or hypo sensitive it is necessary to identify it and make a specific plan to change it. As it changes, the symptoms begin to go away. Can Learn Christian Academy has such a game plan! All students are given a functional assessment of their sensory (vision, auditory, tactile & emotional) and motor (fine & gross motor, language, & social skills) as well as achievement tests in math computation, reading decoding & comprehension, and spelling. Again, it does no good to treat the symptoms when the underlying causes creating the symptoms are ignored. An INEP (individual neurodevelopment-education plan) is written, followed and updated twice during the school year. Most of our students gain three years in reading and two years in math in only one school year, they seem more mature, behaviors change as life in general improve.

So how do you get them out of their defensive survival mode?

First, address their sensory issues. Can Learn Christian Academy has such a program called SMART (Stimulating, Maturity, Accelerated, Readiness and Training) program. The program utilizes the neurodevelopmental approach. More about that in a minute. Next, as they’re sensory system normalizes go into their world. Get a genuine interest in whatever they’re interested in at that point. Lastly, to pull them into your world.

The Path to Normalcy (whatever that is)

Children with this label are highly complicated. There are no easy, quick fixes. But there is hope and there’s a way to bring them as close to reaching their full God-given potential as possible. It requires much dedication, consistency and hard work from the parents, but the rewards are immeasurable. Most programs available focus on one area of symptomology, i.e. sensory integration, or behavioral modification etc. But the reality is for the child to improve overall, every area must be assessed and addressed with an integrated type of program. All we know for sure is that if we do little, little will be accomplished. If we do much, more will be accomplished. Can Learn Christian Academy utilizes the Neurodevelopment therapy.

S.M.A.R.T. Program

According to the information processing theory, there are two components necessary for learning. One is the brains ability to Receive, Process, Store and Utilize information taken in by the sensory system. The second is the frequency, intensity and duration of the input. Depending on how efficiently the sensory system received, processed, stored is a direct reflection on how efficiently the brain can utilize that information. If there are any problems with the information coming in to our brain, it will stop or decrease our ability to learn.

Stimulation

Our brains learn from Frequency, Intensity and Duration. Frequency is providing many, many exposures or ‘input’ to concepts. Most curricula give a few exposures or ‘inputs’ to information rather than many, many. Input IS NOT testing. Once you ask the question…can you, show me, how, when, where, why, pick the correct one, you are testing the child for information. When a child learns anything new they gladly tell you, repeatedly! Intensity is the magnitude of force or energy per saturation of the input. It’s the how big, bright, fast or exciting of the input. Duration is the length of time of the input. Research shows the brain is only able to hold its attention/focus for 20-30 minutes; so our lessons are short and repeated throughout the day.

Maturity

The SMART/neurodevelopment theory aims to mature sensory pathways of vision auditory and tactile/kinesthetic and we ‘measure’ the maturation through the motor pathways of fine and gross motor and language skills. It works like this; you receive stimulus or input through the sensory pathways. The brain processes the information and then you have motor responses or output through the motor pathways.

Due to readiness skills deficits, the input into some children is not clear and/or consistent and there appear to be ‘gaps’ in learning. Therefore, the output is the same and the same ‘gaps’ appear. These children cannot perform at their natural intelligence, even though they are trying as hard as they can.

Acceleration

Now, here is where we take education to a cellular level. A brain cell is called a neuron and we all have 10 billion+ neurons. Neurons are unique in that they communicate with each other. Neurons are messengers. Each neuron has an axon that transmits an electrical/chemical charge. The electrical charge, once it has developed sufficient potency, jumps the synaptic cleft/gap by way of chemicals called neurotransmitters. Then the electrical charge is received by the dendrites of a second neuron. Our hope as educators is to help the messages to travel quickly and efficiently. We want to accelerate both the speed and efficiency of the neurons messages!

That happens in two ways, first by increasing the paths by which the message can travel and second by increasing the speed at which the message travels. Novel stimulation causes the neurons to grow branches called dendrites and connect to other cells. Each dendrite can connect between 2 and 200,000 other dendrites. Now that's a lot of options for the brain to take when sending a message!

Myelin is a fatty layer tissue that sheathes the axon of each neuron. This sheath around the axon acts like a conduit in an electrical system, ensuring that messages sent by axons move quickly and are not lost in route. Picture a regular extension cord versus the thick, heavy-duty orange extension cord. The thicker the insulation on the cord, the higher the rating and capability it has. The thicker the myelin on the axon, the faster the message can be transmitted. Many layers allow for efficient conduction of the electrical impulse down the axon. The more positive stimulation the brain receives; the more myelin is produced.

ReadinessTo explain readiness, it is important to understand the functions of two areas of the brain. The first is the lowest level of the brain known as the Brain Stem. The Brain Stem consists of the Pons, Medulla, Mid-Brain and Cerebellum, which controls the coordination of all unconscious motor activity. It is the area in charge of automatic function and is the foundation for readiness skills. Examples are:* the eyes moving smoothly together across a page* A sense of balance that allows a child to sit upright in a chair* Ability to differentiate between similar sounds

It is crucial that these skills are automatic or unconscious when we are learning. If they are not automatic, then the Cortex must think about each step needed to complete a 'request''. Like walking; if the person hasn't established a cross-pattern, automatic, walk then the brain must think about each muscle and movement to simply walk. You ever hear the phrase "Can't walk and chew gum?" the person really can't!

This is important, because if the skills are done consciously, then the Cortex can be involved. The Cortex can only do one thing at a time. If the Brain Stem is doing its work automatically, then the Cortex can concentrate to make the eyes move smoothly across a page of print and the student may appear to read. But, the ROLE of the Cortex in reading is to do the comprehension. If the Cortex is involved or 'taken up' with the eye movements, then it is no longer available for the comprehension because it can only do one job. The result or results are things educators see every day when teaching children. Children who:* Only seem to be able to follow one step in a list of directions* Seem to have learned a skill in isolation, but cannot transfer it* Can read a text but cannot remember what they just read

With the S.M.A.R.T. program we aim to have the foundation skills in place, so the BRAIN STEM can do its automatic function and the CORTEX is free to do its job!

Training

Finally, we come to training. In the S.M.A.R.T. program children do many activities which TRAIN or encourage the brain to use both hemispheres at the same time. Despite the split, the two hemispheres of the brain communicate with each other through a thick tract of white nerve fibers call the Corpus Callosum. It connects the two hemispheres and transfers important information from one side to the other.

We want to train the two hemispheres to communicate because using both sides of the brain is very important when learning how to read and when expressing feelings and thoughts...* Right hemisphere controls feelings and thoughts* Left hemisphere controls language* We use both sides when we talk about how we feel

Training is also using all of these principles together; Stimulation, Maturity, Acceleration and Readiness to Train the brain. We do this through a series of specific activities, which integrate into existing curriculum, to make the brains and bodies of your children ready so they can learn!

Each of the above areas is extremely important for the ability to learn easily. I often find that it is the combination of inefficiencies that make each person’s learning problems unique, and this is the reason ‘packaged programs’ don’t work well for the majority of people.